This is an online version of Lloyd Rieber’s chapter on reviewing research on educational animations and simulations from the Cambridge Handbook of Multimedia Learning.
Although it shows that physics animations can be effective, there are some interesting caveats to consider:
- Simulations need to be combined with structured explanation (even a short text was better). That is students, especially at beginning stages, may not be able to use discover learning alone.
- The more advanced students became in one physics came, the LESS they preferred graphical feedback, preferring text instead. In this case, text may have been more “precise” than graphics.
- It also seems likely that graphics with text together was preferable to placing them in separate locations.